AP World History Survival Guide

AP World History
Survival Guide
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Teacher __________________________
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Table of Contents
Pages
AP World History Overview
37
The AP Exam
World Regions
45
Five Course Themes
Four Historical Thinking Skills
Essays Overview
8 - 15
Document-based Question (DBQ)
8 12
Change and Continuity over Time (CCOT)
13 15
Comparative Essay
16 18
Released Free Response Questions
19 20
AP Curriculum Framework
21 38
Period 1 (Up to 600 B.C.E.)5%
21 22
Period 2 (600 B.C.E. to 600 C.E.)15%
23 25
Period 3 (600 to 1450)20%
26 28
Period 4 (1450 to 1750)20%
29 31
Period 5 (1750 to 1900)20%
32 35
Period 6 (1900 to the present)20%
36 38
Help with Some Confusing Subjects
39 43
Chinese Dynasties
39
Political, Economic, and Social Systems
40
Religions
41
Primary Sources
42
Must Know Years
43
Many of the guidelines in this study packet are adapted from the AP World History
Course Description, developed by College Board.
The AP Exam
Purchasing and taking the AP World History exam are requirements of the course. This year,
the AP World History exam will be administered on:
___________________________________________
Format
I.
II.
III.
Multiple Choice
a. You will have 55 minutes to answer 70 Questions.
b. Each question has options A, B, C, and D.
c. Questions are divided evenly between the five course themes (20% each) and
six periods.
d. Each questions addresses one of the four historical thinking skills.
e. You should answer ALL 70 questions, even if you have to guess. There are no
points off for wrong answers.
Free-Response Questions (FRQs)
a. Timing: Section II will begin with a ten minute reading period, followed by a
120 minute (2 hour) writing period, for a total of 2 hours and 10 minutes.
During this section, students may distribute their time as they choose between
the three questions; however, the proctor will issue time warnings suggesting
you move on to the next question.
b. Part A: Document-Based Question
i. Suggested planning and writing time= 50 minutes
ii. This essay question tests your ability to formulate and support an
answer using documentary evidence. You will read, analyze, and group a
selection of 7-10 primary source documents to craft and support a
historical argument. You must use ALL the documents.
c. Part B: Change and Continuity over Time Question
ii. This essay question deals specifically with analysis of changes and
continuities over time and covers at least one of the periods in the
concept outline. You should answer the question using specific evidence.
d. Part C: Comparative Question
ii. The comparative essay focuses on developments across at least TWO
regions or societies. It relates to one of the five major themes in the
course (ex: state building, economic systems) and requires analysis of
the reasons for identified similarities and differences.
e. Essay Scoring: Students can earn a maximum of 9 points (7 basic core plus
two expanded) on each essay, for a maximum essay score of 27 points.
Exam Scoring
a. Each Section is given equal weight and then added together for a cumulative
raw score, which then falls into one of five possible ranges. 5= Extremely wellqualified; 4= Well-Qualified, 3= Qualified, 2= Possibly Qualified, 1= No
Recommendation.
b. Scores of 3, 4, and 5 are considered passing or qualifying scores and may
earn students college credit.
Regions Overview
Region
North America
Latin America and
the Caribbean
Western Europe
Eastern Europe &

Russia
South Asia
East Asia
Southeast Asia
Central Asia
Past Major States and

Empires
Cahokia, Iroquois Confederation
British and French colonization
Current Nations
(Examples)
United States, Canada
Olmec, Chavin, Maya, Aztec,

Inca
Spanish and Portuguese
colonization
Roman Empire, Holy Roman
Empire
Napoleonic Empire
Roman Empire, Byzantine
Empire, Kievan Rus, Mongols,
Soviet Union
Indus Valley, Mauryan and
Gupta Empires, Delhi sultanate,
Mughal Empire, British India
Chinese Dynasties, Korean
kingdoms, Tokugawa Japan,
Imperial Japan
Kingdom of Srivijaya, city-states
(Malacca), Dutch Indonesia
Mexico, Cuba, Brazil,

Venezuela, Columbia,
Argentina
Mongol Empire
Mongolia
The Middle East
Roman Empire, Abbasid &

Umayyad Caliphates, Ottoman
Empire
North Africa
Carthage, Roman Empire,
Ottoman Empire, Caliphates,
French Algeria
Sub-Saharan Africa
West Africa
Ghana, Mali, Songhay
British & French colonization
East Africa
Central Africa
Axum, Kingdom of Ethiopia,

Swahili city-states; European
colonization
Great Zimbabwe, Belgian
Congo
United Kingdom, France,

Germany, Italy, Spain,
Portugal
Russia, Ukraine, Poland,
Hungary, Bulgaria
India, Pakistan, Bangladesh,
Sri Lanka
China, Taiwan, Japan
North Korea, South Korea
Indonesia, Malaysia, Thailand,
Cambodia, Vietnam, Burma
Egypt, Turkey, Iran, Iraq,

Syria, Saudi Arabia, Israel
Libya, Algeria, Tunisia
Ghana, Nigeria
Tanzania, Kenya, Somalia
Democratic Republic of
Congo, Rwanda
5
Southern Africa
Zulu Kingdom, European

colonization
South Africa
COURSE THEMES
Course Acronym= SPICE
- Social (Theme 5)
- Political (Theme 3)
- Interaction with the Environment (Theme 1)
- Cultural (Theme 2)
- Economic (Theme 4)
Theme #1: Human Interaction with the Environment (Geography)
-
Interaction between humans and the environment

Demography and disease
Migration
Patterns of settlement
Technology
Theme #2: Development and interaction of cultures

-
Religions
Belief systems, philosophies, and ideologies
Science and technology
The arts and architecture
Theme #3: State-building, expansion, and conflict

-
Political structures and forms of governance

Empires
Nations and nationalism
Revolts and revolutions
Regional, transregional, and global structures and organizations
Theme #4: Creation, expansion, and interaction of economic systems

-
Agricultural and pastoral production

Trade and commerce
Labor systems
Industrialization
Capitalism and socialism
Theme #5: Development and transformation of social structures

-
Gender roles and relations

Family and kinship
Racial and ethnic constructions
Social and economic classes
6
Four Historical Thinking Skills

1. Crafting Historical Arguments from Historical Evidence:
a. Historical Argumentation: Historical thinking involves the ability to define and frame a
question about the past and to address that question through the construction of an
argument. A plausible and persuasive argument requires a clear, comprehensive and
analytical thesis.
b. Appropriate Use of Relevant Historical Evidence: Arguments must be supported by
relevant historical evidence not simply evidence that supports a preferred or
preconceived position. Additionally, argumentation involves the capacity to describe,
analyze, and evaluate the arguments of others in light of available evidence.
2. Chronological Reasoning
a. Historical Causation: Historical thinking involves the ability to identify, analyze, and
evaluate the relationships between multiple historical causes and effects, distinguishing
between those that are long-term and proximate, and among coincidence, causation, and
correlation.
b. Patterns of Continuity and Change over Time: Historical thinking involves the ability to
recognize, analyze, and evaluate the dynamics of historical continuity and change over
periods of time of varying length, as well as relating these patterns to larger historical
processes or themes.
a. Periodization: Historical thinking involves the ability to describe, analyze, evaluate, and
construct models of historical periodization that historians use to categorize events into
discrete blocks and to identify turning points, recognizing that the choice of specific dates
privileges one narrative, region or group over another narrative, region or group; therefore,
changing the periodization can change a historical narrative.
3. Comparison and Contextualization
a. Comparison: Historical thinking involves the ability to describe, compare, and evaluate
multiple historical developments within one society, one or more developments across or
between different societies, and in various chronological and geographical contexts.
b. Contextualization: Historical thinking involves the ability to connect historical
developments to specific circumstances of time and place, and to broader regional,
national, or global processes.
4. Historical Interpretation and Synthesis
a. Interpretation: Historical thinking involves the ability to describe, analyze, evaluate, and
create diverse interpretations of the past as revealed through primary and secondary
historical sources through analysis of evidence, reasoning, contexts, points of view,
and frames of reference.
b. Synthesis: Historical thinking involves the ability to arrive at meaningful and persuasive
understandings of the past by applying all of the other historical thinking skills, by drawing
appropriately on ideas from different fields of inquiry or disciplines and by creatively fusing
disparate, relevant (and perhaps contradictory) evidence from primary sources and
secondary works. Additionally, synthesis may involve applying insights about the past to
other historical contexts or circumstances, including the present.
How to Write a Document-Based Question (DBQ)

Overview: The primary purpose of the document-based essay question is not to test students prior
knowledge of subject matter but rather to evaluate their ability to formulate and support an answer from
documentary evidence. The DBQ is an exercise in crafting historical arguments from historical evidence.
It requires that students first read and analyze the documents individually, contextualize them based on
their informed analysis of the documentary evidence, and then plan and construct an appropriate and
synthetic essay in response to the question. The students answer must group documents in such a way
that it demonstrates analysis of their different contents and contexts. A clear thesis statement and an
analysis of the documents that fully address the question are required.
Generic Core-Scoring Guide for AP World History Document-Based Question
Basic Core
Point Expanded Core
s
1. Has acceptable thesis
1
Examples:
2. Addresses all documents and
1
Has a clear, analytical, & comprehensive
demonstrates understanding of all or all
thesis.
but one.
Shows careful and insightful analysis of
3. Supports thesis with appropriate
2
the documents.
evidence from all or all but one doc.
Uses documents persuasively as
(Supports thesis with appropriate
(1)
evidence.
evidence from all but two documents)
Analyzes point of view in most or all
4. Analyzes point of view in at least two
1
documents.
documents.
Analyzes the documents in additional ways
5. Analyzes documents by grouping them
1
groupings, comparisons, syntheses.
in 2 or 3 ways, depending on question.
Brings in relevant outside historical
6. Identifies and explains the need for one
1
content.
type of appropriate additional document
Explains why additional types of
or source.
document(s) or sources are needed.
Subtotal
7
Subtotal 2
Total 9
I.
Organization
1st Paragraph:
Thesis
nd
2 Paragraph:
Group A
1-2 sentences of introduction; historical background on topic

Thesis statement (A, B, and C)
Topic Sentence A Identify group
Supporting Evidence from documents in this category
* Analyze Point of view/ Additional Document
3rd Paragraph:
Group B
Topic Sentence BIdentify group

4th Paragraph:
Group C
Topic Sentence C Identify group

5th Paragraph:
Conclusion
Restate Thesis
Additional Document/POV (if not addressed in body)
Relevant outside historical information; importance of topic
9
II.
Strategy
1. Read the question carefully until you understand it. What exactly are you being asked to analyze?
Circle or rewrite.
2. Read over the documents to get a general sense of their meaning, as it relates to the question.
Pay attention to both content (what is being said) and context (what additional information helps
understand the content).
3. Take notes on each document in the margins of your booklet. In addition to basic meaning,
underline any words or phrases that illustrate point of view. Remember to read the source line
and assess its meaning. Do not spend too much time taking detailed notes!
4. Group the documents into three categories. Each should have a unifying theme that relates to the
question. For example, if the question asks you to assess causes, each group should be a
specific cause.
5. Use your groups to write your thesis statement answering the question. Reread the question, and
then your thesis. Does your thesis specifically answer the question?
6. Write your essay using the suggested organization.
7. Read over and revise your essay as necessary. Have you addressed all components of rubric?
III.
Grouping
1. Grouping is often considered the hardest step in the writing process, and it is a crucial one.
2. It only takes two documents to be a group, and the groups do not have to be of uniform size.
Also, the same document can be used in more than one group. For example, one document
might show both an attempt to cure the disease and limit economic activity.
3. The documents in a group should not just be presented one after another in a list-like fashion, but
woven together to form an argument. Emphasize areas of agreement with words like likewise
and also, and disagreement with transitions like on the other hand or conversely.
IV.
Thesis
1. Your thesis must be in the first paragraph. It should answer the question and identify the three
parts of your argument (groups), which will correspond with your three body paragraphs
2. Sample Formula: (Restate first part of question) ___A___, ___B___, and ___C___.
3. Sample Thesis: QuestionAnalyze European responses to the bubonic plague. Europeans
responded to the bubonic plague by limiting economic activity, trying to cure the disease, and
turning to religion for guidance.
V.
Supporting thesis with evidence
1. You must use all of the documents.
2. Specific mention of individual documents should always occur within the framework of the overall
topic, serving to substantiate and illustrate points made in the essay. In no case should
documents simply be cited and summarized in a list; reference to the documents must always be
closely tied to the essay question. EXPLAIN how the evidence supports your thesis, dont just
summarize.
a. Wrong: Document 1 is a letter from a teacher in the Netherlands.
b. Right: As a result of the bubonic plague, many Europeans limited their economic activity
by staying at home. For example, one Dutch teacher claims in a letter that many of his
students have either died or dropped out (Doc 1). He speculates that some have been
discouraged from enrolling at all due to fear of the disease.
c. Notice the difference? The first example involves summarizing the documents, while in the
second the documents are used as evidence. Remember, you are not writing about the
documents. You are answering the question using the documents. The documents are
simply the materials you are using to build your argument.
3. Students should cite documents by naming the author, title, and/or document number. Example:
Lisabetta Centinni, an Italian housewife, claims in her diary that a relic of a Christian saint was
10
able to save her dying husband. This illustrates how some Europeans turned to their faith for
answers (Doc 2).
VI.
Point of view
1. Historians need to know that historical sources are NOT statements of fact. Diaries, letters,
brochures, pamphlets, books, and even charts and graphs are all created by a person with a
specific perspective and goal in mind. By discussing point of view, students demonstrate their
understanding of the historical record.
2. Students should avoid simply stating that a document is biased. Instead, use SOAPSTONE!!!
a. Speaker: Explain how the characteristics of the author, including his or her gender,
occupation, class, religion, nationality, political position, or ethnic identity, influences the
views presented in the document. Ex: As a Catholic priest, it is Las Casas job to defend
and speak up for all levels of society, not to make money. Therefore, he is more likely to
sympathize with the Native Americans laboring in the mines, unlike the merchants who
view them as cheap labor to be exploited.
b. Occasion: What immediate event inspired the creation of the document? In particular,
look at the year when assessing occasion.
c. Audience: To whom is the speaker addressing his arguments? Is he/she writing to
someone in a position of authority, a subordinate, or a foreign leader? Ex: Asantewa
addresses the men of her tribe in an impassioned speech. She claims that if the men will
not fight as in the days of old, then the women will fight the white men instead. However,
Asantewa is likely attempting to inspire the men to action by insulting their bravery, rather
than actually calling for the women to fight instead.
d. Purpose: What is the authors purpose in coming forward with this document at this time?
Is it to persuade someone to pursue a certain course, to offer encouragement, to justify
some action? The authors purpose, along with audience, will influence how he chooses to
word his views and the tone he employs.
e. Setting: What is the context or background in which the source was created?
f. Tone: How does the tone of the document (polite, aggressive, hostile, sad) relate to the
authors purpose?
VII.
Additional Document
1. As part of the DBQ essay, you will be asked to explain the need for an additional type of
document(s) to answer the question more completely, and this may involve discussing what
relevant points of view are missing from the set of documents. The explanation of at least one
additional source must show your recognition of the limitation of the given documents and the
reality of the types of sources available from the past.
2. The Missing Voice: Whose point of view is noticeably absent? Typical attempts include calling
for documents from women or the lower socioeconomic classes. However, the missing voice will
vary with the documents given, so do not simply use this as a fallback.
a. One Strategy: If Group Y is mentioned in Doc X, but you are not given a document from
Ys point of view, this type of source could help you assess the validity of Doc X. Example:
A Catholic priest mentions the plight of the peasants working in the mines, but you do not
have the POV of a peasant miner. A statement from a peasant miner would help to more
accurately assess working conditions in the mines.
3. You must explain specifically how an additional document would help.
4. Possible Format: Further analysis would be aided by a document from a ______ (POV). This
would help to ___________. Or: This would allow one to better assess the validity of Xs claim
that __________.
11
Sample 9 DBQ Essay

The colonization of the Americas by Spain and the beginning of extensive silver
mining in Japan greatly increased silver production. However, this increase of the
supply of silver, while to some people seemed good, overall caused problems.
Although the increase in silver mining appeared to benefit Japan and Spain (the
suppliers) as well as Ming China (the receiver), overall this increase caused
worldwide problems. Based on the documents, the effects of the increase of silver
production, while being beneficial to the middlemen that facilitated the trade,
eventually weakened the states and empires that supplied and received silver in
vast quantities.
In China, though many people believed the increase of trade that increased the
amount of silver in China was beneficial, overall the extreme amount that flowed in
caused problems. Granted, the flow of some silver into China was not a bad thing; in
fact, it was needed. When the Ming Dynasty decreed that all taxes and trade fees be
paid in silver in the 1570s, the scarcity of silver coin harmed the economy since
people could not pay for their taxes and had to go to middlemen to supply them
with silver, decreasing the value of their produce (Doc 3). The problem, presented
by Wang Xijue to the Ming emperor in 1593, demonstrates the need for silver in
Ming China. Xijue, being a court official, probably sees that a declining economy by
this issue will cause there to be public grumbling, maybe even cause for rebellions
against the Ming. Therefore, in an act to save his position, he informs the emperor
of this problem. In addition, He Qiaoyuan, also a court official of the Ming, describes
the extreme amount of silver that the Ming, a country with little interest in
international trade, would have flowing into it if it began to trade with the Europeans
(Doc 7). Indeed, the price that would normally fetch silk instead is 2 or 3 times the
amount in the Philippines (a Spanish colony), giving the Ming a hefty profit if they
began trading. However, though this problem of the scarcity of silver was in need of
a solution, the unrestricted flow of silver to Ming China ultimately hurt the Ming
economy. Ye Chunyi, a county official of the Ming, shows wisdom in his order to limit
wedding expenses (Doc 1). The basic reason to be frugal is one that the Ming
Empire should have used in their large transactions that would affect the economy.
Furthermore, the effect of silver taxes and transactions is shown in Xu Danqius
account of how the populace must go through a moneylender in order to buy things
since they must use silver instead of a traditional barter economic system (Doc 5).
The increased impediment to the Chinese economy would fill the pockets of
moneylenders instead of benefiting the economy.
Likewise, the increase in silver production, while benefiting Spain early on, in time
hurt the Spanish Empire. Tomas de Mercado, a Spanish scholar, wrote how the high
prices of luxury goods caused silver to only flow out of Spain, hurting the economy
(Doc 2). Mercado wrote this account in 1517, yet already Ming ships conducted
extensive silver trade with the Spanish Empire via Manila. In addition, Arturo
Vasquez de Espinosa, a Spanish priest, shows another side that the silver production
affected in a negative waythe social side. Vasquez, writing about Potosi, the
largest silver mine in Spains colonial possessions, describes the terrible conditions
that the Native Americans dealt with in the labor in the mines (Doc 6). Vasquezs
12
account shows the continuing manipulation of the Native American population by

the Spanish. He is obviously a priest resembling Bartolome de las Casas in that he is
sympathetic towards the Indians; and, as a priest, being part of the organization
that protected the Indians most often, this reaction is not a surprise.
In contrast, the increase in silver production benefited the middlemen that
facilitated it more than the producers and consumers. For example, Ralph Fitch, a
British merchant, describes the lucrative trade that the Portuguese conduct by
being the facilitator of the silver flow from Japan to China in 1519 (Doc 4). As a
British merchant, Fitch is most likely attracted to the prospect of a British takeover
of this market, with gradual buildup in British power taking place in the 17th century,
he probably sees this as an opportunity for his wish. In addition, Charles DAvenant,
an English scholar, describes the lucrative trade that England would come to
conduct in 1697 in the trade of luxury goods for silver and goldmostly from the
Spanish colonies (Doc 8). Indeed, DAvenant describes Englands need for the
continuation of this trade based on the high demand for luxury goods from Asia to
Europe.
In conclusion, the increase in silver production in Japan and the Spanish Empire from
1500 to 1750 benefited not the consumer/supplier, but the middlemen. In fact, the
rich silver mines in Potosi and elsewhere did not benefit the Spanish Empire, while
the English in this time period steadily rose to power. In addition, Ming China was
not benefited by the flow of silver to itit would fall in 1644, racked with economic
problems and a weak government unable to stop the Manchu invaders. Additional
documents that could be useful would be documents from Ming peasants to show
their aspect on the restriction of taxes and sales only be conducted in silver, in
addition to their reaction to the economic problems (inflation) caused by the huge
amount of silver that flowed to China. Also documents that could be useful would be
the affects that huge silver mining caused in Japan in order to compare the effects
of the production between Japan and Spain.
13
How to Write a Change and Continuity over Time Essay (CCOT)

I.
Rubric
Basic Core
Historical skills and knowledge required to
show competence.
1. Has acceptable thesis.
1
Point
(addresses the global issues
and time periods specified)
2. Addresses all parts of the
2
Points
of the question, though not
necessarily evenly or thoroughly.
(Addresses most parts of the
(1)
question: for example, addresses
change, but not continuity)
3. Substantiates thesis with
2
Points
appropriate evidence.
(Partially substantiates thesis with
(1)
appropriate evidence.)
4. Uses relevant world historical
context effectively to explain
1
Point
change or continuity over time.
5. Analyzes the process of change
1
Point
and continuity over time.
Subtotal
7 Points
TOTAL
II.
Expanded Core
Historical skills and knowledge required to
show excellence.
Expands beyond basic core of 1-7 Points.
The basic core of a score of 7 must be
achieved before a student can earn
expanded core points.
Examples:
0-2 Points
Has a clear, analytical, and
comprehensive thesis
Analyzes all issues of the question
(as relevant): global context,
chronology, causation, change,
continuity, effects, content.
Provides ample historical evidence
to substantiate thesis.
Provides links with relevant ideas,
events, and trends in an innovative
way.
Subtotal
Points
9 Points
Organization:
1st Paragraph:
Thesis
2nd
Paragraph(s):
Major
Changes
a. Introduction: 1-2 sentences describing the major features and

events that characterized the beginning of this era (starting
point).
b. Thesis statement: Include years, major continuities, and major
changes
a. Topic Sentence: What major changes occurred in this time period?
Were they the result of a single dramatic event (ex. Mongol
conquest of Baghdad), or a gradual shift (development of
agriculture)?
b. Evidence: Give three supporting details or examples. If you have
specific or approximate dates, use them here.
c. Analysis: What is the main reason or cause of the change? A
changed because
14
3rd
Paragraph(s):
Major
Continuities
4th
Paragraph:
Conclusion
a. Topic Sentence: What was the major continuity? What stayed the
same throughout the time period?
b. Evidence: Give three supporting details or examples.
c. Analysis: What is the main reason for the continuity? B continued
because
a. Restate thesis
b. Relate to larger global context!! How does this topic relate to the
big picture of what was going on at this time (global processes)?
III.
Thesis
1. Your thesis must identify a specific change and a specific continuity. It also
must include the time period given (600 to 1450, NOT the Period 3).
2. Format: From (start year) to (end year), X changed while Y continued.
3. Example: Analyze changes and continuities in Indian Ocean commerce from
600 to 1750.
o Thesis: From 600 to 1750, a major change in the commerce of the
Indian Ocean region involved the growing presence of Muslim and later
European traders; however, spices continued to be major trade goods
and interregional interactions continued to result in cultural diffusion
throughout this era.
IV.
1.
2.
3.
4.
V.
Analysis
You need to attempt to explain why or how X changed or continued. It is
not enough to say: X was a change, because it wasnt around before. What
other factors help explain the change?
Key words: because, caused/caused by, led to, came from, in order to, due
to
Example 1: Spices continued to be traded along the Indian Ocean because
they could only be grown in the tropical climates of India and Southeast
Asia, but were in high demand throughout Afro-Eurasia.
Example 2: Improvements in navigational technology and knowledge help
explain the growing presence of European traders after 1450, especially
the voyage of Portuguese explorer Vasco Da Gama. The compass,
astrolabe, and caravel were important innovations that contributed to
European maritime trade. Also, the development of onboard cannons
allowed the Portuguese to seize Indian Ocean trading ports by force.
World Historical Context
1. This is where you need to connect the topic or question to the global
processes going on at this time (political revolutions, collapse of
classical empires, imperialism, industrialization)
2. You need to connect the topic you have just discussed to something in
the SAME THEME and SAME TIME PERIOD but a DIFFERENT
REGION.
3. Example: The increased presence of European traders in the Indian
Ocean was part of a broader trend of European expansion from 1450 to
1750 that included the conquest and colonization in the Americas. In
both hemispheres, Europeans were motivated by the desire to profit
from trade and spread Christianity.
15
16
Sample Change over Time Essay

Question: Analyze changes and continuities in the cultural beliefs and
practices of Latin America from 1450 to the present.
In the year 1450, the Aztec and Inca Empires were at the height of their power,
having recently conquered their neighbors. At the same time, the European nations
of Spain and Portugal were about to embark upon a new era of exploration, spurred
on by recent developments in navigation. The conquest and later colonization of the
Americas by a succession of European powers would forever change cultural life in
the Americas. From 1450 to the present, Latin America experienced widespread
conversion to Christianity and abolished the practice of human sacrifice; however,
indigenous peoples maintained many of their local customs and traditions by
blending them with Christianity.
The most significant cultural change in Latin America since 1450 was the shift from
polytheism to monotheism. The Inca and Aztec Empires both had complex religious
practices centered on the belief in many gods, including human sacrifice. The arrival
of Christopher Columbus in the Caribbean in 1492 marked the beginning of Spanish
missionary efforts. Having just completed the Reconquista, the Spanish were filled
with the crusading spirit and the desire to spread Roman Catholicism. Columbus was
followed by Cortez, who conquered the Aztec, and Pizarro, who conquered the Inca
Empire. After witnessing human sacrifice, Cortez and the Spanish began their efforts
to ban the practice, and succeeded. Jesuit missionaries worked to put the Catholic
faith in the language of the Amerindians, while priests such as Bartolome de las
Casas even spoke out on their behalf. Within a few decades of Spanish missionary
activity, millions of Amerindians had freely converted to Christianity. A possible
explanation for this change is that their previous polytheistic beliefs were
discredited by the Spanish conquest, and they were hoping to benefit from the
social protections of conversion.
Despite the enormous change from polytheism to monotheism, the indigenous
peoples of Latin America were able to continue many of the traditional customs,
either by actively resisting conversion or by blending aspects of polytheism with
Christianity. Many Mexican Catholics revered the image of Our Lady of Guadalupe, in
which the Virgin Mary appeared as a mestiza cloaked in Aztec symbols. Holidays like
Dia de los Muertos and Carnival reinterpreted polytheistic practices through the lens
of Christianity. Indigenous song and dance were also preserved. However, instead of
being directed at Aztec or Inca gods, they were used to celebrate the Christian
trinity and the saints. A possible explanation for the persistence of traditional
customs is that the Spanish hoped to encourage more conversion by allowing for
some cultural blending. Different groups have been able to successfully adapt
Christianity to their unique settings, including the Europeans themselves who
received Christianity from the Middle East.
While conversion to Christianity increased and human sacrifice ended after 1450,
many people in Latin America continue the traditional customs of its indigenous
peoples to this day. The conquest and colonization of Latin America by Europeans
would forever change the face of its cultural landscape. However, Latin America was
17
not the only region to experience widespread cultural change after 1450, as North
America was also colonized by Europeans. Yet Spanish missionary efforts were far
greater than those of the English settlers in North America, resulting in less
conversion.
18
How to Write a Comparative Essay

I. Rubric
Basic Core
1. Has acceptable thesis.
1 Point
(addresses comparison of the
issues or themes specified)
2. Addresses all parts of the
2 Points
of the question, though not
necessarily evenly or thoroughly.
(Addresses most parts of the
(1)
question: for example, deals with
differences but not similarities)
3. Substantiates thesis with
2 Points
appropriate evidence.
(Partially substantiates thesis with
(1)
appropriate evidence.)
4. Makes at least three relevant,
1 Point
direct comparisons between or
among societies.
5. Analyzes at least three reasons
1 Point
for a similarity or difference
identified in a direct comparison.
Subtotal
7 Points
TOTAL
Expanded Core
Expands beyond basic core of 1-7
Points. The basic core of a score of 7
must be achieved before a student can
earn expanded core points.
Examples:
0-2 Points
Has a clear, analytical, and
comprehensive thesis
Addresses all parts of the
question (as relevant):
comparisons, chronology,
causation, connections, themes,
interactions, content.
Provides ample historical
evidence to substantiate thesis.
Relates comparisons to larger
global context.
Makes several direct
comparisons consistently
between or among societies.
Consistently analyzes the causes
and effects of relevant
similarities and differences.
Subtotal
Points
9 Points
II. Organization
1st Paragraph:
Thesis
2nd Paragraph(s):
Similarities
3rd Paragraph(s):
Differences
2-3 sentences of introduction, historical context

Thesis statement (Identify specific similarities and
differences)
Topic Sentence
Supporting Evidence (including direct comparisons)
Analysis: Why was X similar or different?
Topic Sentence
Supporting Evidence (including direct comparisons)
Analysis: Why was Y similar or different?
19
4th Paragraph:
Conclusion
Restate thesis
Analysis or restate analysis
Relate to larger global context; explain importance of topic
III.Thesis
1. Your thesis must address the question and include a specific difference
and similarity
2. Must identify three parts of your argument, which will correspond to
three body paragraphs. Must be in the first paragraph
3. Examples: Compare and contrast the effects of Mongol rule in Russia
and China.
a. No Thesis: The recovery of Russia and China after Mongol
domination had many similarities and differences.
b. Weak Thesis: When Russia and China recovered from Mongol
domination, they had similar political goals, but different cultural
goals.
c. Strong Thesis: While both Russia and China built strong central
governments after breaking free from the Mongols and engaged
in territorial expansion, Russia imitated the culture and
technology of Europe, while China returned to previous cultural
traditions.
4. Sample Formulas:
While X and Y both A and B, they differed in C.
X and Y both A; however, they differed in B and C
IV. Evidence
a. Be specific!!!
b. Overview: Provide specific examples and facts to support your
arguments. Make sure you have evidence for both similarities and
differences. Be sure to develop and elaborate upon your points.
c. Structure your essay for direct comparisons. Compare apples to
apples, not apples to oranges For example, if comparing Christianity
and Hinduism, dont just write everything you know about Christianity in
one paragraph and Hinduism in another. Directly compare different
aspects such as beliefs, practices, and location.
i. Direct: Christianity is monotheistic, whereas Hinduism is
polytheistic.
ii. Indirect: Christianity is monotheistic. Hinduism influences social
structures through the caste system.
d. Use linking comparative words to help set up direct comparisons like:
whereas, however, while, on the other hand, conversely,
likewise
V. Analysis
- This is where you attempt to explain a similarity or difference
20
This can often involve explaining a particular similarity or difference, say in

religion, by tracing it back to a difference in another SPICE feature: for
example, interaction with the environment (geography).
Key words: because, a possible explanation, this is due to, a reason
for this is
Note: Make sure you explain your analysis. Do not just state: Egyptian and
Mesopotamian religions were different because they had different geography.
You must illustrate why and/or how this is the case. Connect the dots!
21
Sample 9 Essay: Compare the spread of Islam to Spain and India prior
to 1500 C.E.
Islam is a monotheistic faith based on the teachings of the prophet Mohammad. It
originated in the Arabian Peninsula in the 7th century C.E. and quickly spread
throughout Afro-Eurasia. While some regions welcomed the new faith, others
resisted. Prior to 1500 C.E., Islam diffused to both Spain and India by conquest and
attracted some converts amongst the local population. However, while Spain was
able to expel the Muslim Moors by 1492, Islam continued to have an important
presence in India.
Both Spain and India were conquered by Muslim armies. Spain was invaded by
Berbers and Arabs from North Africa in the 8th century, whereas India was invaded
by Muslim Turks in the 12th century. A possible explanation for why both Spain and
India were conquered is that neither region had strong empires at the time of
Islamic conquest. The Roman and Gupta Empires that had once ruled these
territories had long since declined, replaced by weaker states that were no match
for Muslim forces. In both Spain and India, Islam arrived by the sword and was
fiercely resisted.
After their initial conquest, both Spain and India experienced some conversion to
Islam amongst the local population. However, in both regions there were important
limits to conversion, with many choosing to continue their pre-existing traditions.
Some Christians and Jews converted to Islam in Spain, largely because Islamic
civilization had a flourishing culture and scholarship at this time. In India, some
lower-caste Hindus and Buddhists converted to Islam, partly due to the efforts of
Sufi missionaries and the appeal of Islams egalitarian social organization. However,
Muslims remained a minority in India, with no more than 20 to 25 percent of the
population converting. Likewise in Spain, many Jews and Christians continued their
existing traditions. A possible explanation for the limits of conversion in both regions
is that Islamic rulers were tolerant of other faiths, as the Muslim religion teaches
that conversion should be voluntary. In India in particular, the traditions of Hinduism
and the caste system were so ingrained in the culture that they were able to survive
this and later Islamic invasions.
Both regions resisted Islamic conquest, but only Spain was able to expel the
Muslims by 1492. Ferdinand of Aragon and Isabella of Castile united Christian Spain
with their marriage, joining forces to complete the nearly 700-year long
Reconquista. Once Muslim forces had been driven out, Ferdinand and Isabella
established the Spanish Inquisition to ensure that all citizens of Spain followed the
Roman Catholic faith. This decision led to the expulsion of 200,000 Jews and
Muslims. India was never able to expel their Muslim population, and while the Delhi
Sultanate eventually fell, the Mughal Empire would continue Islamic rule in the
region until its fall in the 18th century. A possible explanation for this difference is
that the geography of Spain is much smaller and easier to defend, as it is a
peninsula, whereas northern India has experienced numerous invasions due to its
location on the Asian landmass.
While only Spain was able to fully expel Muslim forces by 1492, both Spain and India
were conquered by Islamic armies and both experienced some conversion among
22
the local populations. Unlike parts of the Middle East and Anatolia that were more
thoroughly Islamized, both Spain and India resisted Islam and maintained their
previous traditions of Christianity and Hinduism, respectively. The importance of this
resistance can be seen today. While Islam left its mark on both regions, Spain
remains predominantly Christian, and India remains largely Hindu.
23
Released Free Response Questions

2015
1. Analyze continuities and changes in labor systems in ONE of the following regions
within the time period 1450 to 1900: Latin America and the Caribbean, North
America
2. Analyze similarities and differences in TWO of the following trade networks in the
period 600 C.E. to 1450 C.E. Your response may include comparisons of biological,
commercial, or cultural exchanges.
Indian Ocean, Silk Roads, Trans-Sahara
2014
1. AnalyzecontinuitiesandchangesinthewaysONEofthefollowingregionsparticipatedininterregional
tradeduringtheperiodcirca1500to1750.
LatinAmerica,includingtheCaribbean;SubSaharanAfrica;
SoutheastAsia
2. AnalyzesimilaritiesanddifferencesinhowTWOofthefollowingempiresusedreligiontogovernbefore
1450. ByzantineEmpire,
IslamicCaliphates,
Mauryan/GuptaEmpires
2013
1. Analyze how political transformations contributed to continuities and changes in the cultures of the
Mediterranean region during the period circa 200 C.E. to 1000 C.E.
2. Analyze similarities and differences between the role of the state in Japans economic development and the
role of the state in the economic development of ONE of the following during the late nineteenth and early
twentieth centuries: China, Ottoman Empire, Russia
2012
1. Analyze continuities and changes in trade networks between Africa and Eurasia from circa 300 to 1450.
2. Compare demographic and environmental effects of the Columbian Exchange on the Americas with the
Columbian Exchanges demographic and environmental effects on ONE of the following regions between
1492 and 1750: Africa, Asia, Europe
2011
1. Analyze changes and continuities in long-distance migrations in the period from 1700 to 1900. Be sure to
include specific examples from at least TWO different world regions.
2. Analyze similarities and differences in the rise of TWO of the following empires.
- A West African Sudanic empire (Mali OR Ghana OR Songhay)
- The Aztec Empire
The Mongol Empire
2010
1. Analyze continuities and changes in cultural beliefs and practices in ONE of the following regions from
1450 to the present: Sub-Saharan Africa, Latin America/Caribbean
2. Analyze similarities and differences in techniques of imperial administration in TWO of the following
empires.
Han China (206 B.C.E.220 C.E.)
Mauryan/Gupta India (320 B.C.E.550 C.E.)
Imperial Rome (31 B.C.E.476 C.E.)
24
2009
1. Analyze continuities and changes along the Silk Roads from 200 B.C.E. to 1450 C.E.
2. Compare the effects of racial ideologies on North American societies with those on Latin
American/Carribean societies during the period from 1500 to 1830.
2008
1. Analyze continuities and changes in the commercial life of the Indian Ocean region from 650 C.E. to 1750.
2. Compare the emergence of nation-states in nineteenth-century Latin America with the emergence of nationstates in ONE of the following regions in the twentieth century.
Sub-Saharan Africa
The Middle East
2007
1. Analyze continuities and changes in nationalist ideology and practice in ONE of the following regions from
the First World War to the present:
Middle East
Southeast Asia
Sub-Saharan Africa
2. Compare the historical processes of empire building in the Spanish maritime empire during the period from
1450 through 1800 with the historical processes of empire building in ONE of the following land-based
empires.
The Ottoman Empire OR the Russian Empire
2006
1. Analyze continuities and changes in the cultural and political life of ONE of the following societies.
Chinese, 100 CE to 600 CE
Roman, 100 CE to 600 CE
Indian, 300 CE to 600 CE
2. Compare the outcomes of the movements to redistribute land in TWO of the following countries, beginning
with the dates specified.
Mexico, 1910
China, 1911
Russia, 1917
2005
1. Analyze the social and economic transformations that occurred in the Atlantic world as a result of new
contacts among Western Europe, Africa, and the Americas from 1492 to 1750.
2. Compare the process of state-building in TWO of the following in the period 600 C.E. to 1450 C.E.
Islamic states; City-states; Mongol khanates
2004
1. Analyze continuities and changes in labor systems between 1750 and 1900 in ONE of the following
regions.
Latin America and the Caribbean
Oceania
Sub-Saharan Africa
2. Compare the effects of the First World War in TWO of the following regions: East Asia, Middle East, South
Asia
2003
1. Analyze continuities and changes that resulted from the spread of Islam into ONE of the following regions
in the period between circa 800 C.E. and circa 1750: West Africa, South Asia, Europe
25
2. Compare differing responses to industrialization in any TWO of the following:

Japan, Russia, Ottoman Empire
26
AP Curriculum Framework
PERIOD 1: UP TO 600 BCE
Key Concept 1.1. Big Geography and the Peopling of the Earth Paleolithic Era
I. Paleolithic Era: Archeological evidence shows that during the Paleolithic era, hunting-foraging bands
of humans gradually migrated from their origin in East Africa to Eurasia, Australia, and the Americas,
adapting their technology and cultures to new climates.
A. Humans used fire to aid hunting, protect against predators, and adapt to cold environments.
B. Humans developed a wider range of tools specially adapted to different environments.
C. Economic structures focused on small kinship (family) groups of hunting foraging bands that could
make what they needed to survive. However, not all groups were self-sufficient; they exchanged people,
ideas, and goods.
Key Concept 1.2. The Neolithic Revolution and Early Agricultural Societies Neolithic Era
I. Neolithic Revolution: Beginning around 10,000 years ago, the Neolithic Revolution resulted in the
development of new and more complex economic and social systems.
A. Possibly as a response to climatic change, permanent agricultural villages emerged first in the lands
of the eastern Mediterranean. Agriculture emerged at different times in Mesopotamia, the Nile River
Valley and Sub-Saharan Africa, the Indus River Valley, the Yellow River or Huang He Valley, Papua New
Guinea, Mesoamerica, and the Andes.
B. Pastoralism (herding) developed at various sites in the grasslands of Afro- Eurasia.
C. Different crops or animals were domesticated in the various core regions.
D. Agricultural communities worked cooperatively to clear land and create water control systems
(irrigation) needed for crop production.
E. These agricultural practices drastically impacted environmental diversity. Pastoralists also affected the
environment by grazing large numbers of animals on fragile grasslands, leading to erosion when
overgrazed.
II. Agriculture and pastoralism began to transform human societies.
A. Pastoralism and agriculture led to more reliable and abundant food supplies, which increased the
population.
B. Surpluses of food and other goods led to specialization of labor, including new classes of artisans and
warriors, and the development of elites.
C. Technological innovations led to improvements in agricultural production, trade, and transportation.
Examples: pottery, plows, woven textiles, metallurgy, wheels and wheeled vehicles
D. In both pastoralist and agrarian societies, elite groups accumulated wealth, creating more hierarchical
(unequal) social structures and promoting patriarchal (male-dominated) forms of social organization.
Key Concept 1.3. Development and Interactions of Early Agricultural, Pastoral, & Urban SocietiesEarly
Civilizations
I. Core civilizations developed in a variety of geographical and environmental settings where agriculture
flourished. Examples:
Mesopotamia in Tigris/Euphrates River Valleys; Egypt in Nile River Valley
Mohenjo-Daro and Harappa in Indus River Valley, Shang in the Huang He Valley
Olmec in Mesoamerica; Chavin in Andean South America
27
II. The first states emerged within core civilizations.

A. States were powerful new systems of rule that mobilized surplus labor and resources over large
areas. Early states were often led by a ruler whose source of power was believed to be divine or had
divine support and/or who was supported by the military.
B. As states grew and competed for land and resources, the more favorably situated including the
Hittites, who had access to iron had greater access to resources, produced more surplus food, and
experienced growing populations. These states were able to undertake territorial expansion and conquer
surrounding states.
C. Early regions of state expansion or empire building: Mesopotamia, Babylonia, and the Nile Valley.
D. Pastoralists were often the developers and disseminators of new weapons and modes of
transportation that transformed warfare in agrarian civilizations.
Examples: Compound bows, iron weapons, chariots, horseback riding
III. Culture: Culture played big role in unifying states with laws, language, literature, religion, myths, and
monumental art.
A. Early civilizations developed monumental architecture and urban planning.
Examples: ziggurats, pyramids, temples, defensive walls, roads, sewage/water systems
B. Elites, both political and religious, promoted arts and artisanship.
Examples: sculpture, painting, wall decorations, weaving.
C. Systems of record keeping arose in all early civilizations & diffused.
Examples: cuneiform, pictographs, hieroglyphs, alphabets, quipu
D. States developed legal codes (like Code of Hammurabi) reflecting existing hierarchies & facilitating
rule of governments.
E. New religious beliefs developed in this period continued to have strong influences in later periods.
Examples: The Vedic religion (Hinduism); Hebrew monotheism (Judaism); Zoroastrianism
28
F. Trade expanded throughout this period from local to regional and transregional, with civilizations
exchanging goods, cultural ideas, and technology.
Examples: Between Egypt and Nubia; Between Mesopotamia and the Indus Valley
G. Social and gender hierarchies intensified as states expanded and cities multiplied.
H. Literature was also a reflection of culture.
Examples: The Epic of Gilgamesh, Rig Veda, Book of the Dead
PERIOD 2: 600 BCE to 600 CE

Key Concept 2.1. The Development and Codification of Religious and Cultural Traditions
I. Codifications (writing down) and development of existing religions provided a bond among the
people and an ethical code to live by.
A. Judaism: The association of monotheism w/ Judaism was further developed with the codification of
the Hebrew Scriptures, which also reflected the influence of Mesopotamian cultural and legal traditions.
The Assyrian, Babylonian, and Roman empires conquered various Jewish states at different points in
time, resulting in Jewish diasporic communities in Mediterranean & Mideast.
B. Hinduism: The core beliefs outlined in the Sanskrit scriptures formed the basis of the Vedic religions
later known as Hinduism which contributed to the development of the social and political roles of a
caste system and in the importance of multiple manifestations of Brahma to promote teachings about
reincarnation.
II. New belief systems & cultural traditions emerged and spread, often asserting universal truths.
A. Buddhism: The core beliefs about desire, suffering, and the search for enlightenment preached by
the historic Buddha and recorded by his followers into sutras and other scriptures were, in part, a
reaction to the Vedic beliefs and rituals dominant in South Asia. Buddhism changed over time as it
spread throughout Asia first through the support of the Mauryan Emperor Ashoka, then through
missionaries and merchants, and the establishment of educational institutions to promote its core
teachings (monasteries).
B. Confucianism: Core beliefs and writings originated in writings and lessons of Confucius, and were
elaborated by disciples; sought to promote social harmony by outlining proper rituals and social
relationships for all people in China, including the rulers.
C. Daoism: In the major Daoist writings, core belief of balance between humans and nature assumed
Chinese political system would be altered indirectly. Daoism also influenced the development of Chinese
culture. Examples: Medicine, Poetry, Metallurgy, Architecture
D. Christianity: Based on core beliefs about teachings & divinity of Jesus as recorded by disciples; drew
on Judaism; initially rejected Roman/Hellenistic influences. Despite initial Roman imperial hostility,
Christianity spread through efforts of missionaries and merchants to many parts of Afro-Eurasia, and
eventually gained Roman imperial support (Emperor Constantine).
E. Greco-Roman rationalism: Core ideas in philosophy/science emphasized logic, observation, nature
of political power and hierarchy.
III. Belief systems affected gender roles. Buddhism & Christianity encouraged monastic life (living
apart from society as monks/nuns) and Confucianism emphasized filial piety (respect for elders, parents,
and ancestors).
IV. Other religious and cultural traditions continued parallel to the codified belief systems.
A. Shamanism and animism continued to shape the lives of people within and outside of core civilizations
because of their daily reliance on the natural world.
B. Ancestor veneration persisted in Africa, East Asia, and the Andes.
V. Artistic expressions show distinctive cultural developments.
A. Literature and drama acquired distinctive forms that influenced artistic developments in neighboring
regions and in later time periods. Examples: Greek plays, Indian epics
B. Distinctive architectural styles developed in many regions in this period.
Examples: India, Greece, Roman Empire, Mesoamerica
C. The blending of Greco-Roman culture and Buddhist beliefs led to unique sculptural developments (the
Gandhara Buddhas); this is an example of syncretism (blending two different cultures together).
Key Concept 2.2. The Development of States and Empires

I. States and Empires: The number and size of key states and empires grew dramatically by imposing
political unity on areas where previously there had been competing states.
Examples: Mediterranean region: Phoenicia & colonies, Greek city-states & colonies, and Hellenistic and
Roman Empires; SW Asia: Persian Empires (Achaemenid, Parthian, Sassanid); East Asia: Qin, Han;
South Asia: Maurya, Gupta; Mesoamerica: Teotihuacan, Maya city-states; Andes: Moche
II. Empires & states developed new techniques of imperial administration based in part on
success of earlier political forms.
A. Rulers created administrative institutions to rule subjects.
Examples: centralized governments, legal systems, bureaucracies
B. Imperial governments projected military power over larger areas using a variety of techniques.
Examples: diplomacy, supply lines, defensive walls, roads; drawing new groups of military officers
& soldiers from local populations or conquered peoples
C. Much of the success of the empires rested on their promotion of trade and economic integration by
building and maintaining roads and issuing currencies.
Examples: China, Persia, Rome, South Asia
III. Unique social and economic dimensions developed in imperial societies.
A. Cities served as centers of trade, public performance of religious rituals, and political administration.
Examples: Persepolis, Changan, Athens, Carthage, Rome, Constantinople, Teotihuacan
B. Social hierarchies included cultivators, laborers, slaves, artisans, merchants, elites, or caste groups.
C. Societies relied on a range of methods to maintain the production of food and provide rewards for the
loyalty of the elites.
Examples: Corve, Slavery, Rents and tributes, Peasant communities
D. Patriarchy continued to shape gender and family relations in all imperial societies of this period
IV. Decline and Fall: The Roman, Han, Persian, Mauryan, and Gupta empires created political, cultural,
and administrative difficulties that they could not manage, leading to their decline and collapse.
A. Through excessive mobilization of resources, imperial governments caused environmental damage,
social tensions, and economic difficulties, resulting in too much wealth in the hands of elites.
Examples: Deforestation, Desertification, Soil erosion, Silted rivers
A. B. External problems resulted from security issues along their frontiers, including the threat of
invasions: Han China & Xiongnu (Huns); Gupta and the White Huns; Romans and their N/E
neighbors.
B.
C.
D.
E. Key Concept 2.3. Emergence of Transregional Networks of Communication and Exchange
F.
G. I. Emergence of Trade Routes: Land and water routes became the basis for transregional trade,
communication, and exchange.
H. A. Many factors, including the climate and location of the routes, the typical trade goods, and the
ethnicity of people involved, shaped the distinctive features of a variety of trade routes.
I.
Examples: Silk Roads, Trans-Saharan trade, Mediterranean Sea, Indian Ocean
J.
K. II. Technologies: New technologies facilitated long-distance communication and exchange.
L. A. Use of domesticated pack animals. Ex: Yokes, Saddles, Stirrups, Horses, Oxen, Llamas,
Camels
M. B. Innovations in maritime technologies, as well as advanced knowledge of the monsoon winds,
stimulated exchanges along maritime routes from East Africa to East Asia. Ex: Lateen sail; Dhow
ships
N.
O. III. Diffusion: Exchange of people, technology, religious/cultural beliefs, crops, domesticated
animals, disease pathogens
P. A. The spread of crops, including rice and cotton from South Asia to the Middle East, encouraged
changes in farming and irrigation techniques. Ex: The qanat system (see picture below)
Q. B. The spread of disease pathogens diminished urban pops & contributed to the decline of
Roman and Chinese Empires
R. C. Religious and cultural traditions were transformed as they spread (Christianity, Buddhism,
Hinduism)
S.
T.
U. PERIOD 3: 600 to 1450

V.
W. Key Concept 3.1. Expansion and Intensification of Communication and Exchange Networks
X.
Y. I. Trade: Improved transportation technologies and commercial practices led to an increased
volume of trade, and expanded the geographical range of existing and newly active trade
networks.
Z. A. Existing trade routes flourished and led to powerful new trading cities.
AA. Routes:
Silk Roads, Indian Ocean, Med Sea, Indian Ocean
AB. Cities:
Novgorod, Timbuktu, Swahili city-states, Hangzhou, Calicut, Baghdad, Melaka,
Venice,
AC.
B. New trade routes centering on Mesoamerica and the Andes developed.
AD.
C. The growth of interregional trade in luxury goods was encouraged by significant
innovations in technologies, including more sophisticated caravan organization, use of the
compass, astrolabe, and larger ship designs in sea travel; and new forms of credit and
monetization.
AE. Luxury Goods: Silk/cotton textiles, Porcelain, Spices, Precious metals & gems, Slaves, Exotic
animals
AF.
Caravan organization:
Caravanserai (roadside inns), Camel saddles
AG.
Forms of credit: Bills of exchange, Credit, Checks, Banking houses
AH.
D. Commercial growth was also facilitated by state practices, trading organizations, and
infrastructure
AI.
Ex: The Grand Canal in China, minting of coins and paper money; Hanseatic League
AJ. E. The expansion of empires facilitated Trans-Eurasian trade and communication as new peoples
were drawn into their conquerors economies and trade networks
AK. Ex: China, the Byzantine Empire, the Caliphates, the Mongols
AL.
AM.
II. Migration: The movement of peoples caused environmental and linguistic effects.
AN.
A. The expansion of trade routes depended on environmental knowledge and
technological adaptations.
AO.
Ex: Vikings longships; Arabs/Berbers used camels in Sahara; Central Asian herders
used horses
AP.B. Some migrations had a significant environmental impact.
AQ.
Bantu: facilitated transmission of iron technologies and agricultural techniques in SubSaharan Africa
AR.
Polynesian: maritime, cultivated transplanted foods & domesticated animals as moved
to new islands
AS.C. Some migrations and trade led to diffusion of language: Bantu (including Swahili), Turkish,
Arabic
AT.
AU.
III. Diffusion: Cross-cultural exchanges were fostered by existing and new trade routes.
AV. A. Islam: Islam, based on the revelations of the prophet Muhammad, developed in the Arabian
Peninsula. The beliefs and practices of Islam reflected interactions among Jews, Christians, and
Zoroastrians with the local Arabian peoples. Muslim rule expanded to Afro-Eurasia due to military
expansion, and later activities of merchants and missionaries.
AW.
B. Merchants set up diasporic communities in key places where they introduced their own
cultural traditions into the indigenous culture. Ex: Muslim merchant communities in the Indian
Ocean region, Chinese merchant communities in SE Asia, Jewish communities in the Med, IOT,
SR.
AX.C. The writings of certain interregional travelers illustrate both the extent and the limitations of
intercultural knowledge and understanding. Ex: Ibn Battuta, Marco Polo, Xuanzang
AY. D. Increased cross-cultural interactions resulted in cultural diffusion.
AZ. Ex: Neoconfucianism & Buddhism in East Asia, Hinduism & Buddhism in SE Asia, Islam in S-S
Africa
BA.
& SE Asia, Toltec/Mexica & Inca traditions in Mesoamerica & Andes
BB.E. Increased cross-cultural interactions resulted in the diffusion of scientific and technological
traditions.
BC.
Ex: Influence of Greek & Indian mathematics on Muslim scholars; the return of Greek
science and
BD.
philosophy to Western Europe via Muslim al-Andalus in Iberia; Spread of printing
& gunpowder
BE.
technology from East Asia Islamic empires & W. Europe
BF.
BG.
IV. Continued diffusion of crops and pathogens throughout the Eastern Hemisphere
along the trade routes.
BH.
A. New foods and agricultural techniques were adopted in populated areas:
BI. Champa rice from Vietnam to China in East Asia; Spread of cotton, sugar, and citrus throughout
Dar al-Islam and the Mediterranean basin; Bananas in Africa
BJ. B. The spread of epidemic diseases, including the Black Death, followed trade routes.
BK.
BL. Key Concept 3.2. Continuity and Innovation of State Forms and Their Interactions
BM.
BN.
I. Empires: Empires collapsed and were reconstituted; in some regions new state forms
emerged.
BO.
A. Following the collapse of empires, most reconstituted governments, including the
Byzantine Empire and the Chinese dynasties Sui, Tang, and Song combined traditional
sources of power and legitimacy (patriarchy, religion, land-owning elites) with innovations better
suited to the current circumstances (new taxation, tribute systems, religions).
BP.B. New forms of governance:
BQ.
- Islamic states (Abbasids, Muslim Iberia, Delhi sultanates)
BR.
- Mongol Khanates
BS.
- City-states (Italian, SE Asian, American)
BT.
- Decentralized government (feudalism) in Europe and Japan.
BU.
C. Some states synthesized local and borrowed traditions.
BV.
Ex: Persian traditions Islamic states, Chinese Japan; Byzantine Russia
BW.
D. In the Americas, as in Afro-Eurasia, state systems expanded in scope and reach:
Networks of city-states flourished in the Maya region and, at the end of this period, imperial
systems were created by the Mexica (Aztecs) and Inca.
BX.
BY.II. Diffusion: Interregional contacts and conflicts between states and empires encouraged
significant technological and cultural transfers.
BZ.
Ex: Between Tang China and the Abbasids, across the Mongol empire, during the
Crusades
CA.
CB.
Key Concept 3.3. Increased Economic Productive Capacity and Its Consequences
CC.
I. Innovations stimulated agricultural and industrial production in many regions.
CD.
A. Agricultural production increased significantly due to technological innovations. Ex:
Champa rice varieties, Chinampa field systems (Aztec), Waru waru techniques (Inca), terracing,
horse collar
CE.
B. In response to increasing demand in Afro-Eurasia for foreign luxury goods, crops were
transported from their indigenous homelands to equivalent climates in other regions.
CF.C. Chinese, Persian, and Indian artisans and merchants expanded their production of textiles and
porcelains for export; industrial production of iron and steel expanded in China.
CG.
CH.
II. Cities: The fate of cities varied greatly, with periods of significant decline, and with
periods of increased urbanization buoyed by rising productivity and expanding trade networks.
CI. A. Multiple factors contributed to the declines of urban areas in this period, such as invasions,
disease, agricultural decline.
CJ. B. Multiple factors contributed to urban revival. Examples: End of invasions, safer transport, rise
of trade, warmer temps 800 to 1300, increased productivity and rising pops, labor supply
CK.
C. While cities in general continued to play the roles they had played in the past as
governmental, religious, and commercial centers, many older cities declined while numerous new
cities emerged.
CL.
CM.
III. Social Change and Continuity: Despite significant continuities in social structures
and in methods of production, there were also important changes in labor management and in the
effect of religious conversion on gender relations and family life.
CN.
A. As in the previous period, there were many forms of labor organization. Ex: free
peasant agriculture, nomadic pastoralism, craft production/guild organization, coerced/unfree
labor, govt imposed labor taxes (mita-Inca), military
CO.
B. As in previous eras, social structures were shaped largely by class and caste
hierarchies. Patriarchy persisted; however, women had more power/influence among the Mongols
and in West Africa, Japan, and SE Asia.
CP.C. New forms of coerced labor appeared, including serfdom in Europe and Japan and the
elaboration of the mita in the Inca Empire. Free peasants resisted attempts to raise dues and
taxes by staging revolts in Byzantine and China. Demand for slaves (military/domestic) increased,
particularly in central Eurasia, parts of Africa, and the eastern Mediterranean.
CQ.
D. Diffusion of Buddhism, Christianity, Islam, and Neoconfucianism big changes in
gender relations & family structure.
CR.
PERIOD 4: 1450 to 1750
CS.
Key Concept 4.1. Globalizing Networks of Communication and Exchange, 1450-1750
CT.
CU.
I. Continuity: This era witnessed the intensification of all existing regional trade networks,
resulting in both continued prosperity and economic disruption to merchants & governments in
the Indian Ocean, Mediterranean, Sahara, and overland Eurasia.
CV.
CW.
II. Technology: European technological developments in cartography & navigation built
on previous knowledge from classical, Islamic, & Asian worlds, including improved understanding
of global wind and currents patterns.
CX.
Examples: New tools- Astrolabe, revised map; Innovations in ship designs: caravels
CY.
CZ.III. Exploration: Remarkable new transoceanic maritime reconnaissance occurred in this period.
DA.
A. Official Chinese maritime activity expanded into the Indian Ocean with the voyages led
by Ming Admiral Zheng He to enhance Chinas prestige.
DB.
B. A Portuguese school for navigation was founded by Prince Henry, leading to an
increase in travel and trade with West Africa, and later the development of a global trading-post
empire.
DC.
C. Spanish sponsorship of Columbus and later explorers across the Atlantic and Pacific
increased European interest in trade and travel.
DD.
D. Northern Atlantic crossings for fishing & settlements continued & spurred European
searches for a northwest passage to Asia.
DE.
E. In Oceania and Polynesia, established exchange and communication networks were
not dramatically affected because of infrequent European reconnaissance in the Pacific Ocean.
DF.
DG.
DH.
DI. IV. Commercial Revolution: The new global circulation of goods was facilitated by royal
chartered European monopoly companies that took silver from Spanish colonies in the Americas
to purchase Asian goods for the Atlantic markets, but regional markets continued using
established practices & new shipping services developed by European merchants.
DJ. A. European merchants in Indian Ocean mainly transported goods from one Asian country to
another Asian market.
DK.
B. Commercialization and the creation of a global economy linked to new global
circulation of silver from the Americas.
DL.C. Influenced by mercantilism, joint-stock companies were new methods used by European rulers
to control their domestic and colonial economies and by European merchants to compete against
one another in global trade.
DM.
D. The Atlantic system involved the movement of goods, wealth, and free and unfree
laborers, and the mixing of African, American, and European cultures and peoples. (Triangular
Trade)
DN.
DO.
V. Columbian Exchange: The new connections between the Eastern and Western
hemispheres resulted in the Columbian Exchange.
DP.A. European colonization of the Americas led to the spread of diseases (smallpox, measles,
influenza) endemic in the Eastern Hem. to Amerindian populations; also unintentional transfer of
mosquitoes, rats.
DQ.
B. American foods (potatoes, maize, manioc) became staple crops in various parts of
Afro-Eurasia.
DR.
Cash crops (sugar, tobacco) were grown on plantations w/ slave labor and exported to
Europe.
DS.
C. Afro-Eurasian fruit trees, grains, sugar, and animals (horses, pigs, cattle) were brought
by Europeans
DT.D. Populations in Afro-Eurasia benefited nutritionally from the increased diversity of American
food crops.
DU.
E. European colonization and the introduction of European agriculture and settlements
practices in the Americas often affected the physical environment through deforestation and soil
depletion.
DV.
DW.
DX.
DY.VI. Religious Diffusion and Division: Increased interactions between newly connected
hemispheres expanded the spread and reform of existing religions and created syncretic belief
systems and practices.
DZ.A. As Islam spread to new settings in Afro-Eurasia, believers adapted it to local cultural practices.
The split between the Sunni and Shia traditions intensified, and Sufi practices became more
widespread.
EA.B. Christianity continued to spread and was diversified by diffusion to Americas and Reformation.
EB.C. Buddhism spread within Asia.
EC.
D. Syncretic and new forms of religion developed. (Vodun in Caribbean, Cults of saints in
Latin America, Sikhism in South Asia
ED.
EE.VII. Art: As merchants profits increased and governments collected more taxes, funding for the
visual and performing arts, even for popular audiences, increased.
EF. A. Innovations: Renaissance art in Europe, mini-paintings in Middle East and South Asia, woodblock prints in Japan, Mesoamerican codices
EG.
B. Literacy expanded popular authors, literary forms, and works of literature in AfroEurasia. Shakespeare, Cervantes (Don Quixote), Sundiata, Journey to the West, Kabuki theatre
EH.
EI. Key Concept 4.2. New Forms of Social Organization and Modes of Production
EJ.
EK.
I. Labor Systems: Traditional peasant agriculture increased and changed, plantations
expanded, and demand for labor increased.
EL. A. Peasant labor intensified (frontier settlements in Russian Siberia, textiles in India, silk in China)
EM.
B. Slavery in Africa continued both traditional household slavery and export to Med Sea &
Indian Ocean.
EN.
C. The growth of the plantation economy increased the demand for slaves in the
Americas.
EO.
D. Forced labor in Colonial America included chattel slavery, Indentured servitude,
Encomienda; Spanish use of the Inca mita (unpaid labor obligations to the state).
EP.II. Social Structures: As new social and political elites changed, they also restructured new
ethnic, racial, and gender hierarchies.
EQ.
A. Both imperial conquests & global economic opportunities formation of new political
and economic elites. Ex: Manchus in China, Creole elites in Spanish America, European gentry,
Urban traders
ER.
B. The power of existing political and economic elites fluctuated as they confronted new
challenges to their ability to affect the policies of the increasingly powerful monarchs and leaders.
ES.
Ex: zamindars in Mughal, nobility in Europe, daimyo in Japan
ET. C. Some notable gender and family restructuring occurred, including the demographic changes in
Africa that resulted from the slave trades. Ex: dependence of European men on SE Asian women
for trade; smaller size of European families
EU.
D. The massive demographic changes in Americas new ethnic and racial classifications.
Mestizo (mixed European and Native American), mulatto (mixed Euro & African), creole
(American-born whites)
EV.
EW.
Key Concept 4.3. State Consolidation and Imperial Expansion
EX.
EY.I. State Consolidation: Rulers used a variety of methods to legitimize and consolidate their
power.
EZ.A. Arts to display power: Monumental architecture, Urban design, Courtly literature, The visual
arts
FA. B. Rulers continued to use religious ideas to legitimize their rule. Safavid use of Shiism, Aztec
human sacrifice, Songhay promotion of Islam, Chinese emperors public performance of
Confucian rituals
FB.C. States treated different ethnic and religious groups in ways that utilized their economic
contributions while limiting ability to challenge state authority. Ex: Ottoman use of non-Muslims,
Manchu policies toward Chinese, Spanish Republica de Indios
FC.D. Recruitment and use of bureaucratic elites, as well as the development of military
professionals, became more common among rulers who wanted to maintain centralized control
over their populations and resources. Ex: Ottoman devshirme, Chinese exam system
FD.E. Rulers used tribute collection and tax farming to generate revenue for territorial expansion.
FE.
FF. II. Imperial expansion relied on the increased use of gunpowder, cannons, and armed trade to
establish large empires.
FG.
A. Europeans established new trading-post empires in Africa and Asia (increased profits
for rulers and merchants), but these empires also affected the power of the states in interior West
and Central Africa.
FH.B. Land empires expanded dramatically in size: Manchus (Qing), Mughals, Ottomans, Russians
FI. C. European states established new maritime empires in the Americas:
FJ.
Portuguese, Spanish, Dutch, French, British
FK.
FL. III. Challenges to state consolidation and expansion.
FM.
A. Competition over trade routes: Omani-European rivalry in the Indian Ocean, Piracy in
the Caribbean.
FN.B. State rivalries: Thirty Years War (Catholic v. Protestant), Ottoman-Safavid conflict (Shia v.
Sunni).
FO.
C. Local resistance: food riots, samurai revolts, peasant uprisings
FP.
42
FQ.
PERIOD 5: 1750 to 1900
FR.Key Concept 5.1. Industrialization and Global Capitalism

FS.
FT. I. Industrialization fundamentally changed how goods were produced.
FU.A. A variety of factors led to the rise of industrial production.: Europes location on the Atlantic
Ocean; the geographical distribution of coal, iron and timber; European demographic changes;
Urbanization; Improved agricultural productivity; Legal protection of private property; An
abundance of rivers and canals; Access to foreign resources; accumulation of capital
FV. B. The development of machines, including steam engines and the internal combustion engine,
made it possible to exploit vast new resources of energy stored in fossil fuels, specifically coal
and oil. The fossil fuels revolution greatly increased the energy available to human societies.
FW.
C. The development of the factory system concentrated labor in a single location and led
to an increasing degree of specialization of labor.
FX.D. As the new methods of industrial production became more common in parts of northwestern
Europe, they spread to other parts of Europe and the United States, Russia, and Japan.
FY. E. The second industrial revolution led to new steel production, chemicals, electricity and
precision machinery (1850-1900).
FZ.
GA.
II. Global Trade: New global trade patterns further integrated the global economy as
industrialists sought raw materials & new markets.
GB.
A. The need for raw materials for the factories and increased food supplies for the growing
population in urban centers led to the growth of export economies around the world that
specialized in mass producing single natural resources; then using profits to purchase finished
goods.
GC. Ex: Cotton, Rubber, Palm oil, Sugar, Wheat, Meat, Guano, Metals and minerals
GD.
B. The rapid development of industrial production contributed to the decline of
economically productive, agriculturally based economies. Example: Textile production in India
GE.
C. The rapid increases in productivity caused by industrial production encouraged
industrialized states to seek out new consumer markets for their finished goods.
GF.
Ex: British & French attempts to open up China in 19th century (Opium Wars)
GG.
D. The need for precious metals for industrial production + global demand for gold, silver
and diamonds as forms of wealth, led to the development of extensive mining centers.
GH. Ex: Copper mines in Mexico; Gold/diamond mines in South Africa
GI.
GJ.III. Finance: Financiers developed and expanded financial institutions to facilitate investment.
GK.
A. The ideological inspiration for economic changes lies in the development of capitalism
and classical liberalism associated with Adam Smith and John Stuart Mill.
GL.B. Financial instruments expanded. Ex: Stock markets, Insurance, Gold standard, Limited liability
corporations
GM.
C. The global nature of trade and production contributed to the proliferation of large-scale
transnational businesses. Ex: The United Fruit Company
GN.
GO.
IV. There were major developments in transportation & communication.
GP.
Required examples: Railroads, Steamships, Telegraphs, Canals
GQ.
GR.
V. Global Capitalism: The development and spread of global capitalism led to a variety of
responses.
GS.
A. In industrialized states, many workers organized themselves to improve working
conditions, limit hours, and gain higher wages, while others opposed capitalist exploitation of
workers by promoting alternative visions of society. Ex: Utopian socialism, Marxism, Anarchism
GT.B. In Qing China and the Ottoman Empire, some members of the government resisted economic
change and attempted to maintain preindustrial forms of economic production.
43
GU.
44
GV.C. In a small number of states, governments promoted their own state-sponsored visions of
industrialization. Examples:
GW. The economic reforms of Meiji Japan
GX.
The development of factories and railroads in Tsarist Russia
GY.
Chinas Self-Strengthening Movement
GZ.
Muhammad Alis dev. of a cotton textile industry in Egypt
HA.
Compare: Chinas loss of sovereignty to western powers v. Japans successful
modernization.
HB.
HC.
HD.
D. In response to criticisms of industrial global capitalism, some governments mitigated
negative effects of capitalism by promoting reforms. Examples: state pensions and public health
in Germany, expanded suffrage in Britain, public education many states
HE.
HF.VI. Social Change: The ways in which people organized themselves into societies also
underwent significant transformations.
HG.
A. New social classes, including the middle class and the industrial working class,
developed.
HH.
B. Family dynamics, gender roles, and demographics changed in response to
industrialization. Rapid urbanization that accompanied global capitalism often led to unsanitary
conditions, as well as to new forms of community.
HI.
HJ. Key Concept 5.2. Imperialism and Nation-State Formation
HK.
HL.I. Industrializing powers established transoceanic empires.
HM.
A. States with existing colonies strengthened their control over those colonies
HN.
Examples: British in India, Dutch in Indonesia
HO.
B. European states, as well as the Americans and the Japanese, established empires
throughout Asia and the Pacific, while Spanish and Portuguese influence declined.
HP.
Examples: British, Dutch, French, German, Russian
HQ.
C. Many European states used both warfare and diplomacy to establish empires in Africa.
HR.
Examples: British in West Africa, Belgium in Congo
HS.
D. In some parts of their empires, Europeans established settler colonies.
HT.
Examples: British in South Africa, Australia, NZ; French Algeria
HU.
E. In other parts of the world, industrialized states practiced economic imperialism.
HV.
Ex: British + French in China through the Opium Wars; British + U.S. investment in Latin
America
HW.
HX.
II. Imperialism influenced state formation and contraction around the world.
HY.A. The expansion of U.S. & European influence over Tokugawa Japan emergence of Meiji
Japan.
HZ.B. The USA & Russia emulated European imperialism by expanding land borders/ conquering
territories.
45
IA. C. Anti-imperial resistance contraction of the Ottoman Empire: Est. of independent states in
Balkans; Semi-independence in Egypt; French and Italian colonies in North Africa; Later British
influence in Egypt
IB. D. New states developed on the edges of existing empires. Ex: Cherokee Nation, Siam, Hawaii,
Zulu
IC. E. The development and spread of nationalism: German nation, Filipino nationalism, Liberian
nationalism
ID.
IE. III. Racism: New racial ideologies, especially Social Darwinism, facilitated and justified
imperialism.
IF. Key Concept 5.3. Nationalism, Revolution, and Reform
IG.
IH. I. The Enlightenment: The rise and diffusion of Enlightenment thought that questioned
established traditions in all areas of life often preceded the revolutions and rebellions against
existing governments.
II. A. Thinkers applied new ways of understanding the natural world to human relationships,
encouraging observation and inference in all spheres of life. Ex: Voltaire, Rousseau
IJ. B. Intellectuals critiqued the role that religion played in public life, stressed importance of reason
as opposed to revelation.
IK. C. Enlightenment thinkers developed new ideas about the individual, natural rights, and the social
contract. Ex: Locke, Montesquieu
IL. D. The ideas of Enlightenment thinkers influenced resistance to existing political authority, as
reflected in revolutionary documents. Examples: Declaration of Independence, French
Declaration of the Rights of Man and Citizen, Bolivars Jamaica Letter
IM. E. These ideas influenced many people to challenge existing notions of social relations, which led
to the expansion of rights as seen in expanded suffrage, the abolition of slavery and the end of
serfdom, as their ideas were implemented.
IN.
IO.
IP. II. Nationalism: Beginning in the eighteenth century, peoples around the world developed a new
sense of commonality based on language, religion, social customs and territory. These newly
imagined national communities linked this identity with the borders of the state, while
governments used this idea to unite diverse populations.
IQ.
IR. III. Revolutions: Increasing discontent with imperial rule propelled reformist and revolutionary
movements.
IS. A. Subjects challenged imperial governments. Example: The challenge of the Marathas to
Mughals
IT. B. American colonial subjects led a series of rebellions, which facilitated the emergence of
independent states in the United States, Haiti, and mainland Latin America. French subjects
rebelled against their monarchy.
IU. C. Slave resistance challenged existing authorities in the Americas with establishment of Maroon
societies (communities of escaped slaves).
IV. D. Increasing questions about political authority and growing nationalism contributed to
anticolonial movements. Examples: The Indian Revolt of 1857 (Sepoy Mutiny); The Boxer
Rebellion in China
46
IW. E. Some of the rebellions were influenced by religious ideas and millenarianism.
IX.
Examples: Taiping Rebellion, Ghost Dance, Xhosa Cattle Killing Movement
IY. F. Responses to increasingly frequent rebellions led to reforms in imperial policies.
IZ.
Examples: Tanzimat in the Ottoman Empire, Self-Strengthening in China both failed
JA.
JB.IV. New Ideologies: The global spread of European political and social thought and the
increasing number of rebellions stimulated new transnational ideologies and solidarities.
JC. A. Discontent w/ monarchist & imperial rule led to the development of political ideologies,
including liberalism, socialism, and communism.
JD. B. Demands for womens suffrage and an emergent feminism challenged political and gender
hierarchies. Examples: Mary W.s A Vindication of the Rights of Woman; Olympe de Gougess
Declaration of the Rights of Women; Seneca Falls Conference in 1848
JE.
47
JF. Key Concept 5.4. Global Migration

JG.
JH.I. Migration Intro: Migration influenced by changes in demography in industrialized & unindustrialized
societies challenges.
JI. A. Changes in food production & improved medical conditions significant global rise in population.
JJ. B. Migrants increasingly relocated to cities, resulting in significant global urbanization of the 19th
century.
JK.
JL. II. Causes: Migrants relocated for a variety of reasons.
JM.A. Many individuals chose freely to relocate in search of work.
JN.
Ex: Manual laborers, professionals
JO.B. The new global capitalist economy continued to rely on coerced & semicoerced labor migration,
including convict labor, slavery, and Chinese and Indian indentured servitude
JP. C. While many migrants permanently relocated, a significant number of temporary and seasonal
migrants returned to their home societies.
JQ.
Ex: Japanese agricultural workers in the Pacific, Lebanese merchants in Americas, Italians in
Argentina
JR.
JS. III. Responses to Migration: The large-scale nature of migration, especially in the 1800s, produced a
variety of effects and reactions to the increasingly diverse societies.
JT. A. Due to the physical nature of the labor in demand, migrants tended to be male, leaving women to
take on new roles in the home society that had been formerly occupied by men.
JU. B. Migrants often created ethnic enclaves in different parts of the world which helped transplant their
culture into new environments and facilitated the development of migrant support networks.
JV.
Ex: Chinese in SE Asia, Caribbean, S. America, N. America
JW.
Indians in East and southern Africa, the Caribbean, and SE Asia
JX. C. Receiving societies did not always embrace immigrants, as seen in the various degrees of ethnic
and racial prejudice and the ways states attempted to regulate the increased flow of people across their
borders.
JY.
Ex: The Chinese Exclusion Acts; the White Australia Policy
JZ.
KA.
KB.
PERIOD 6: 1900 to Present
KC.
KD.
Key Concept 6.1 Science and the Environment
KE.
KF.I. Researchers made rapid advances in science, assisted by the development of new
technology.
KG.
A. New modes of communication & transportation virtually eliminated problem of geographic
distance.
KH.
B. New scientific paradigms transformed human understanding of the world. Ex: Theory of
relativity, quantum mechanics, the Big Bang theory, psychology
KI. C. The Green Revolution produced food for earths growing population as it spread chemically &
genetically enhanced forms of agriculture.
KJ. D. Medical innovations increased ability of humans to survive. Polio vaccine, antibiotics, artificial heart
KK.E. New energy technologies raised productivity and increased the production of material goods. Ex: oil,
nuclear power.
KL.
KM.
II. Humans fundamentally changed their relationship with the environment.
KN.
A. Humans exploited and competed over the earths finite resources more intensely than ever
before.
KO.
B. Global warming was a major consequence of the release of greenhouse gases & other
pollutants into the atmosphere.
KP.C. Pollution threatened the worlds supply of water and clean air. Deforestation and desertification were
continued consequences of the human impact on the environment. Rates of extinction of other species
accelerated sharply.
KQ.
KR.
III. Disease, scientific innovations and conflict led to demographic shifts.
KS.A. Diseases associated with poverty (malaria, tuberculosis, cholera) persisted, while other diseases
(1919 influenza pandemic, ebola, HIV/AIDS) emerged as new epidemics and threats to human survival.
In addition, changing lifestyles and increased longevity led to higher incidence of certain diseases
(diabetes, heart disease, Alzheimers disease).
KT. B. More effective forms of birth control gave women greater control over fertility & transformed sexual
practices.
KU.
C. Improved military technology (tanks, airplanes or the atomic bomb) and new tactics (trench
warfare, firebombing) led to increased levels of wartime casualties (Nanjing, Dresden, Hiroshima).
KV.
KW.
Key Concept 6.2 Global Conflicts and Their Consequences
KX.
KY.I. End of European empire: Europe dominated the global political order at the beginning of the 20th
century, but both land-based and transoceanic empires gave way to new forms of transregional political
organization by the centurys end.
KZ.A. Older land-based empires (Ottoman, Russian, Qing) collapsed due to a combination of internal and
external factors. Ex: economic hardship, political/social discontent, technological stagnation, defeat.
LA. B. Some colonies negotiated their independence. Ex: India & Gold Coast from the British Empire.
LB. C. Some colonies achieved independence through armed struggle. Ex: Algeria and Vietnam from the
French empire; Angola from the Portuguese empire.
LC.
LD.II. Nationalist Ideology: Emerging ideologies of anti-imperialism contributed to the dissolution of
empires.
LE. A. Nationalist leaders in Asia and Africa challenged imperial rule.
LF.
Ex: Mohandas Gandhi in India, Ho Chi Minh in Vietnam, Kwame Nkrumah in Ghana.
LG.B. Regional, religious and ethnic movements challenged both colonial rule and inherited imperial
boundaries.
LH.Ex: Muhammad Ali Jinnah in Pakistan, the Quebecois separatist movement in Canada or the Biafra
secessionist movement in Nigeria.
LI. C. Transnational movements sought to unite people across national boundaries. Ex: communism, PanArabism or Pan- Africanism.
LJ. D. Within states in Africa, Asia and Latin America, movements promoted communism and socialism as
a way to redistribute land and resources.
LK.III. Political changes were accompanied by major demographic and social consequences.
LL. A. The redrawing of old colonial boundaries led to population resettlements. Ex: India/Pakistan partition,
the Zionist Jewish settlement of Palestine or the division of the Middle East into mandatory states.
LM.
B. The migration of former colonial subjects to imperial metropoles maintained cultural and
economic ties between the colony and the metropole even after the dissolution of empires. Ex: South
Asians to Britain, Algerians to France, Filipinos to USA.
LN.C. The proliferation of conflicts led to genocide (Armenia, the Holocaust, Cambodia, Rwanda) and the
displacement of peoples resulting in refugee populations (Palestinians, Darfurians).
LO.
LP. IV. Global war: Military conflicts occurred on an unprecedented global scale.
LQ.A. World War I and World War II were the first total wars. Governments used ideologies, including
fascism, nationalism and communism, to mobilize all of their states resources, including peoples, both
in the home countries and the colonies or former colonies for the purpose of waging war. Ex: Gurkha
soldiers in India, ANZAC troops in Australia. Governments also used a variety of strategies, including
political speeches, art, media and intensified forms of nationalism, to mobilize these populations.
LR.B. The varied sources of global conflict from 1900 to 1950 included: imperialist expansion by European
powers and Japan, competition for resources, ethnic conflict, great power rivalries between Great
Britain and Germany, nationalist ideologies, and the economic crisis engendered by the Great
Depression.
LS. C. The global balance of economic and political power shifted after the end of World War II and rapidly
evolved into the Cold War. The United States and the Soviet Union emerged as superpowers, which led
to ideological struggles between capitalism and communism throughout the globe.
LT. D. The Cold War produced new military alliances, including NATO and the Warsaw Pact, and promoted
proxy wars in Latin America, Africa and Asia.
LU.E. The dissolution of the Soviet Union effectively ended the Cold War.
LV.
LW.
V. Violence: Although conflict dominated much of the 20th century, many individuals and
groups opposed this trend. Some individuals and groups, however, intensified the conflicts.
LX. A. Groups and individuals challenged the many wars of the century. Ex: Picasso in his Guernica, the
antinuclear movement during the Cold War, Thich Quang Duc by self-immolation. Some promoted the
practice of nonviolence as a way to bring about political change. Ex: Tolstoy, Gandhi, Martin Luther
King.
LY. B. Groups and individuals opposed and promoted alternatives to the existing economic, political and
social orders. Ex: The Non-Aligned Movement, which presented an alternative political bloc to the Cold
War; the Tiananmen Square protesters for democracy in China; Anti-Apartheid Movement; or
participants in the global uprisings of 1968.
LZ. C. Militaries and militarized states often responded to the proliferation of conflicts in ways that further
intensified conflict. Ex: the promotion of military dictatorship in Chile, Spain and Uganda; the United
States promotion of a New World Order after the Cold War; the buildup of the military-industrial
complex and arms trading.
MA.
D. More movements used terrorism to achieve political aims. Ex: the IRA, Al-Qaeda
MB.
E. Global conflicts had a profound influence on popular culture. Ex: Dada, James Bond,
Socialist Realism, video games.
MC.
MD.
Anti-War Images: Picassos Guernica, self-immolation
ME.
MF.Key Concept 6.3 New Conceptualizations of Global Economy, Society and Culture
MG.
MH.
I. States, communities and individuals became increasingly interdependent, a process
facilitated by the growth of institutions of global governance.
MI. A. New international organizations formed to maintain world peace and to facilitate international
cooperation.
MJ.
Ex: The League of Nations, the United Nations.
MK.
B. New economic institutions sought to spread the principles and practices associated with free
market economics throughout the world. Ex: the IMF, World Bank, WTO.
ML.
C. Humanitarian organizations developed to respond to humanitarian crises throughout the
world.
MM. Ex: UNICEF, the Red Cross, Amnesty International, Doctors Without Borders, WHO.
MN.
D. Regional trade agreements created regional trading blocs designed to promote the
movement of capital and goods across national borders. Ex: European Union, NAFTA, ASEAN,
Mercosur.
MO.
E. Multinational corporations began to challenge state authority and autonomy.
MP.
Ex: Royal Dutch Shell, Coca-Cola, Sony.
MQ.
F. Movements throughout the world protested the inequality of environmental and economic
consequences of global integration.
MR.
MS.
MT.II. People conceptualized society and culture in new ways; some challenged old assumptions
about race, class, gender and religion, often using new technologies to spread reconfigured
traditions.
MU.
A. The notion of human rights gained traction throughout the world. Ex: The U.N. Universal
Declaration of Human Rights, womens rights, the end of the White Australia Policy.
MV.
B. Increased interactions among diverse peoples sometimes led to the formation of new cultural
identities (such as negritude) and exclusionary reactions (such as xenophobia, race riots or citizenship
restrictions).
MW.
C. Believers developed new forms of spirituality (such as New Age Religions, Hare Krishna or
Falun Gong) and chose to emphasize particular aspects of practice within existing faiths and apply
them to political issues (such as fundamentalist movements or Liberation Theology).
MX.
MY.
III. Popular and consumer culture became global.
MZ.
A. Sports were more widely practiced and reflected national and social aspirations. Ex: World
Cup Soccer, the Olympics, cricket.
NA.
B. Changes in communication and transportation technology enabled the widespread diffusion
of music and film. Ex: reggae, Bollywood.
NB.
NC.
ND.
NE.
NF.
NG.
Dynast
y
NJ. Sha
ng
NN.
Zhou
Chinese History Overview

NH.
Y
ears
NI.Characteristics/Changes
NK.
1
6001046
BCE
NO.
1
045256
BCE
NL.Warrior-kings; human sacrifices to ancestors; Writing

began (oracle bones)
NM.
Developed bronze, glazed pottery, silk industries;
Huang He agriculture
NP. Invaded China from NW; claimed Mandate of Heaven
NQ.
Set up a loose central government; Feudal power
held by strong nobles
NR.
Decline led to Warring States Period- Confucius,
Laozi
NU.
Military dictatorship centralized China; Emperor
Qin Shi Huangdi (Legalism)
NV.Destroyed nobles feudal power; System of taxation,
weights and measures, standard writing; Great Wall
(1500 miles), Terra Cotta warriors
NY. Conquerors; expanded to central Asia, Indochina, Korea
NZ.
Traded with Rome along Silk Roads; Wudi begins
civil service exam system based on Confucius; First
paper made
OA.
Buddhism enters China in 200s from India (Silk
Road); high point 300-800
OD.
Reunified China; Canal system; State support of
Buddhism (Wendi)
NS.
Qin
NT.221206
BCE
NW.
Han
NX.
2
06
BCE220
CE
OB.
Sui
OC.
89618
OF. 618906
OE.
Tang
OJ.Son
g
OK.
9
601279
OP.
Yuan
OQ.
1
2591368
OU.
Ming
OV.
1
3681644
OG.
Golden Age of arts and literature; Education
and government reforms
OH.
Extended boundaries of empire; Alliance and
peace treaties with neighbors; tribute system; High
point of influence on Japan; capital Hangzhou
OI. Later Tang- state action against Buddhism; emergence
of Neo-Confucianism
OL.
Economic revolution: Increased urbanization,
cosmopolitan
OM.
Powerful only in southern China; nomads ruled
North
ON.
Inventions: gunpowder, compass, printing
OO.
Foot binding, especially elite women; NeoConfucianism
OR.
Mongol rule; Northern China conquered by
Genghis Khan
OS.
Song conquered and ruled by Kublai Khan
(Genghis grandson)
OT.Visited by Marco Polo trade with Europe began
OW.
Period of recovery from Mongol rule; capital
moved to Beijing
OX.
Sponsorship of Zheng Hes voyages (14051433) ended, evidence destroyed
PA.
Qing
PB.16441911
PG.
Warlor
d/
Rep
ubli
c
PM.
Comm
unis
t
Chi
na
PH.
1
9111949
OY. Growing isolation from world trade, construction of

Great Wall
OZ.
Trade with Europeans along Indian Ocean; arrival
of Jesuit missionaries
PC.Ming conquered by Manchus from NW China
PD.
Period of expansion into Central Asia, Tibet
largest land borders
PE.Policies of discrimination against Han Chinese (dual
appointments)
PF. 1800s disasters: Opium Wars, Taiping Rebellion, Boxer
Rebellion (fails)
PI. 1911 Qing overthrown by nationalists in revolution;
leader- Sun Yat-Sen
PJ. Nationalists (Chiang Kai-Shek) v. Communists (Mao
Zedong)
PK.Invaded by Japan in 1937 during WWII
PL. 1946: Civil War resumes
PO.
Mao declares victory; proclaims Peoples Republic
of China
PP. Nationalists forced to flee to Taiwan (island)
PQ.
Maos policies: Great Leap Forward (similar to
Stalins Five Year Plans), Cultural Revolution to go after
communisms enemies
PR.After Maos death in 1976, Deng Xiaoping emerges as
leader pursues policy of economic liberalization,
leading to rapid economic growth
PS.1989 Tiananmen Square Massacre students protesting
for democracy slaughtered by military
Song:
Shang, Zhou, Qin, Han (X2),
Sui, Tang, Song (X2),
Yuan, Ming, Qing, Republic (X2),
Mao Zedong (X2)
PT.
PU.
PN.
1
949Presen
t
Political, Economic, and Social Systems (The -isms)
PV.Feudalis
m
PW.
Feudalism usually refers to the
political, social, and economic system of
medieval Europe derived from the holding of
land in exchange for labor or service.
Feudalism is politically decentralized.
Economically, production occurs on the
manor. Socially, it creates three classes: the
nobility, the clergy, and the peasantry.
Feudalism also developed in Japan.
PX.
PY.National
ism
PZ. Nationalism involves identifying with one's

nation, which can be defined by a common
ethnic, cultural, or religious identity, or
common values and history. The adoption of
national identity has commonly been the
result of dissatisfaction with foreign rule or
disunity and has often involved revolutions.
An important belief of nationalism is that the
QA.
QB.
I
mperiali
sm
QE.
F
ascism
QH.
M
ercantili
sm
nation deserves a discrete territory and

government (state) controlled by the people.
National flags, anthems are considered
important symbols of the nation.
QC.Imperialism is the practice of extending the
rule or authority of an empire or nation over
foreign countries, or of acquiring and holding
colonies or dependencies (protectorates and
spheres of influence). Imperialism is often
motivated by nationalism, economic
competition, and feelings of racial and
cultural superiority.
QF. A system of government most closely
associated with Benito Mussolini of Italy that
combines: totalitarian dictatorship,
aggressive nationalism (including imperialism
and xenophobia), glorification of politics, and
single-party rule.
QI. Mercantilism was the dominant economic
system of absolute monarchies from 1500 to
1800, whereby monopolies and regulations
were put in place to extract wealth from
colonies, thereby benefiting the mother
country.
QK.
C
apitalis
m
QL. Capitalists believe in private ownership of

resources and favor a system of competition
in the free market to create economic growth
and wealth, thus helping the nations overall
prosperity. Since the Industrial Revolution,
global capitalism has predominated.
QN.
S
ocialism
QO.
Socialists are motivated by the desire
to improve the quality of life for all members
of society. They believe in strong state
direction in political and economic policy, and
redistribution of resources to address
inequalities inherent in a free-market
economy.
QR.Communists believe that the capitalist
system is damaging to the interests of the
masses, and that workers must unite and
overturn it by revolutionary means.
Communists also believe in the state
ownership of all land, natural resources and
industry.
QQ.
C
ommuni
sm
QT.
QD.
QG.
QJ.
QM.
QP.
QU.
QV.
QW.
World Religions Chart
QX.
QY. Suggested Primary Sources

QZ.
RA.
RB.
RC.
RD.
RE.
RF.
RG.
RH.
RI.
RJ.
RK.
Period 1 (Up to 600 B.C.E.)

Rig Veda poems on Aryan culture
Code of Hammurabi, first recorded code of laws
Epic of Gilgamesh, Sumerian creation myth
The Book of the Dead, ancient Egyptian funeral texts
Period 2 (600 B.C.E. to 600 C.E.)
Lao Tzu, Daodejing Daoist teachings
Confucius, Annalects Confucian sayings
Herodotus, Histories on the Greco-Persian Wars
Thucydides, History of the Peloponnesian War, about the war between Athens and Sparta
Plato, Republic, about the ideal government
Aristotle, Politics
Period 3 (600 to 1450)
The Thousand and One Nights book of Arabian cultural stories
The Epic of Sundiata West African epic poem
Lady Murasaki, The Tale of Genji story about a Japanese court official
The Chronicle of Jean de Venette account of a European on the bubonic plague
Ibn Al-Wardi, "Risalha al-Naba", account of a Muslim on the bubonic plague
Period 4 (1450 to 1750)
John Locke Two Treatises on Government, about natural human rights
Montesquieu, The Spirit of the Laws, about structure of government
Jean Jacques Rousseau, Discourse on the Foundations of Inequality, about society in politics
Adam Smith, The Wealth of Nations, on capitalist theory
Hobbes, Leviathan, on the problems of government and society
Ibn Khaldun, "On the Rise and Decline of Empires", on the history of the Ottoman Empire
Period 5 (1750 to 1900)
Rudyard Kipling, White Man's Burden, poem about European imperialism
National Assembly, The Declaration of the Rights of Man and the Citizen, on French Revolution values
Olympe De Gouges' The Declaration of the Rights of Women and the Female Citizen
Thomas Paine, "Rights of Man" on individual freedom
Mary Wollstonecraft, "Vindication of the Rights of Women", on gender inequality
Elisa Greathed, "An Account of the Opening of the Indian Mutiny"
John Stuart Mill, "On Liberty"
Karl Marx, The Communist Manifesto, on communist theory
Liang Qichao, A People Made New, on the westernization and modernization of China
Period 6 (1900 to the present)
Aime Cesaire, Return to My Native Land poem about First World War
Treaty of Versailles, outlining the plan for the end of the First World War
Mohandas Gandhi, "Quit India" speech on Indian independence
Winston Churchill, "The Iron Curtain Speech" on Cold War
United Nations, International Declaration of Human Rights in response to 20th century genocides
Henri Alleg, The Question, on the French use of torture during the French-Algerian War
Lech Walesa, "Nobel Peace Prize Lecture" on the Solidarity Movement
RL. Must Know Years

RM.
RN.
Period 1: Up to 600 B.C.E.
RO.
8000 B.C.E. - Neolithic
Revolution
RP. 3000 B.C.E. First state-based
civilizations
RQ.
1500 B.C.E. - Iron Age
RR.
RS.
Period 2: 600 B.C.E. to 600
C.E.
RT. 500s B.C.E. - life of Buddha, Confucius,
Laozi
RU.
400s B.C.E. - Greek Golden Age
RV. 323 B.C.E. - Alexander the Great
RW.
221 B.C.E. - Qin unified China
RX.
32 C.E. - Beginnings of
Christianity
RY. 180 C.E. - end of Pax Romana
RZ.
220 C.E. - end of Han Dynasty
SA.
333 - Roman capital moved to
Constantinople
SB.
476 - Fall of Rome
SC.
527 - Justinian rule of Byzantine
Empire
SD.
SE.
Period 3: 600-1450
SF. 622 - Founding of Islam
SG.
732 - Battle of Tours
SH.
1054 - Great Schism (RCC &
EOC)
SI. 1066 - Norman conquest of England
SJ. 1071 - Battle of Manzikert (Seljuk
Turks def. Byz)
SK.1095 - 1st Crusade
SL. 1258 - Mongols sack Baghdad
SM.
1271-1295 - Marco Polos
travels
SN.
1324 - Mansa Musas pilgrimage
SO.
1325-1349 - travels of Ibn
Battuta
SP. 1347-1348 - Bubonic plague in Europe
SQ.
1405-1433 - Zheng Hes
voyages
SR.
SS.
Period 4: 1450 - 1750
ST. 1453 - Ottomans capture
Constantinople
SU.
1488 - Dias rounded Cape of
Good Hope
SV. 1492 - Columbus / Reconquista of
Spain
SW.
1502 - 1st Slaves to Americas
SX.
1517 - Martin Luther / 95 theses
SY. 1521 - Cortez conquered the Aztecs
SZ.
1533 - Pizarro toppled the Inca
TA. 1571 - Battle of Lepanto, (naval def. of
Ottomans)
TB.1588 - defeat of the Spanish Armada
by the British
TC.1600 - Battle of Sekigahara
Tokugawa unifies
TD.
1607 Jamestown settled
TE.1618-1648 - 30 years war
TF. 1683 - unsuccessful Ottoman siege of
Vienna
TG.
1689 - Glorious Revolution /
English Bill of Rights
TH.
TI. Period 5: 1750 1900
TJ. Mid 1700s - Industrial Revolution
begins in Britain
TK.1756 - 1763 - 7 Years War / French and
Indian War
TL. 1776 - American Revolution
TM.
1789 - French Revolution begins
TN.
1804 - Haitian independence
TO.
1815 - Congress of Vienna/ def.
of Napoleon
TP. 1820s - Independence in Latin
America
TQ.
1839 - 1st Opium War in China
TR.1848 - European revolutions / Comm.
Manifesto
TS.1853 - Commodore Perry opens Japan
TT. 1857 Indian Rebellion (Sepoy Mutiny)
TU.
1861 - End of Russian serfdom /
Italian unification
TV. 1863 - Emancipation Proclamation in
US
TW.
1871 - German unification
TX.1885 - Berlin Conference - division of
Africa
TY. 1898 - Spanish-American War- U.S.
gets territory
TZ.1899 - Boer War - British in control of
South Africa
UA.
1905 - Russo-Japanese war
UB.
1910-1920 - Mexican Revolution
UC.
1911 - Chinese Revolution (Qing
overthrown)
UD.
UE.
Period 6: 1900 to the
present
UF. 1914 WWI begins
UG.
1917 - Russian Revolution
UH.
1919 - Treaty of Versailles - end
of WWI
UI. 1929 - Stock market crash
UJ. 1931 - Japanese invasion of Manchuria

UK.
1935 - Italian invasion of
Ethiopia
UL.1939 - German blitzkrieg in Poland
UM.
1941 - Pearl Harbor, entry of US
into WWII
UN.
1945 - End of WWII
UO.
1947 - Independence & partition
of India
UP. 1948 - Birth of Israel
UQ.
1949 - Chinese Communist
Revolution
UR.
1950 - 1953 - Korean War
US.
1956 Nasser nationalizes Suez
Canal
UT. 1959 - Cuban Revolution
UU.
1962 - Cuban missile crisis
UV.1967 - 6-Day War / Chinese Cultural
Revolution
UW.
1979 - Iranian Revolution
UX.
1989 - Tiananmen Square / fall
of Berlin Wall
UY. 1991 - fall of USSR / 1st Gulf war
UZ.
1994 Rwanda genocide;
Mandela in S. Africa
VA.2001 - 9/11 Attacks
VB.
2003 U.S. invasion of Iraq
VC.

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AP World History

Five Course Themes

Four Historical Thinking Skills

Document-based Question (DBQ)

Change and Continuity over Time (CCOT)

Released Free Response Questions

Period 1 (Up to 600 B.C.E.)5%

Period 2 (600 B.C.E. to 600 C.E.)15%

Period 3 (600 to 1450)20%

Period 4 (1450 to 1750)20%

Period 5 (1750 to 1900)20%

Period 6 (1900 to the present)20%

Help with Some Confusing Subjects

Political, Economic, and Social Systems

Must Know Years

Eastern Europe &

Past Major States and

Olmec, Chavin, Maya, Aztec,

Mexico, Cuba, Brazil,

The Middle East

Roman Empire, Abbasid &

Axum, Kingdom of Ethiopia,

United Kingdom, France,

Egypt, Turkey, Iran, Iraq,

Zulu Kingdom, European

Interaction between humans and the environment

Theme #2: Development and interaction of cultures

Theme #3: State-building, expansion, and conflict

Political structures and forms of governance

Theme #4: Creation, expansion, and interaction of economic systems

Agricultural and pastoral production

Theme #5: Development and transformation of social structures

Gender roles and relations

Four Historical Thinking Skills

How to Write a Document-Based Question (DBQ)

1-2 sentences of introduction; historical background on topic

Topic Sentence BIdentify group

Topic Sentence C Identify group

Sample 9 DBQ Essay

account shows the continuing manipulation of the Native American population by

How to Write a Change and Continuity over Time Essay (CCOT)

a. Introduction: 1-2 sentences describing the major features and

Sample Change over Time Essay

How to Write a Comparative Essay

2-3 sentences of introduction, historical context

This can often involve explaining a particular similarity or difference, say in

Released Free Response Questions

2. Compare differing responses to industrialization in any TWO of the following:

II. The first states emerged within core civilizations.

PERIOD 2: 600 BCE to 600 CE

Key Concept 2.2. The Development of States and Empires

U. PERIOD 3: 600 to 1450

PERIOD 5: 1750 to 1900

FR.Key Concept 5.1. Industrialization and Global Capitalism

JF. Key Concept 5.4. Global Migration

Chinese History Overview

NL.Warrior-kings; human sacrifices to ancestors; Writing

OY. Growing isolation from world trade, construction of

Political, Economic, and Social Systems (The -isms)

PZ. Nationalism involves identifying with one's

nation deserves a discrete territory and

QL. Capitalists believe in private ownership of

World Religions Chart

QY. Suggested Primary Sources